Mathematics vocabulary differentially predicts mathematics achievement in eighth grade higher- versus lower- achieving students: Comparisons across two countries
Learning and Individual Differences, cilt.92, 2021 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 92
- Basım Tarihi: 2021
- Doi Numarası: 10.1016/j.lindif.2021.102061
- Dergi Adı: Learning and Individual Differences
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Psycinfo
- Anahtar Kelimeler: Mathematics achievement, Mathematics vocabulary, Middle school
- Boğaziçi Üniversitesi Adresli: Evet
Özet
This study explored the relationship between mathematics vocabulary and mathematics achievement, controlling general vocabulary, for eighth graders (ages 13 to 14) from the United States (US; n = 89) and Turkey (n = 188). The mathematics achievement of Turkish students fell into higher- and lower-achieving groups, with students in the higher-achieving group showing achievement levels like their US peers. For US students and the corresponding higher-achieving Turkish students, mathematics vocabulary predicted mathematics achievement and mediated the relation between general vocabulary and mathematics achievement. For the lower-achieving Turkish students, only general vocabulary predicted mathematics achievement. The pattern of results extends findings from studies of younger students and is interpreted in terms of the domain-general and domain-specific contributions to mathematics achievement.